Abstract:

Issues related to the failure of mathematics in the teaching of engineering and the negative impact that these difficulties have in various courses in engineering degrees is a problem to which we have devoted our attention and investigation. Most students when entering higher education have insufficient mathematics knowledge that is aggravated by the heterogeneity of training of students who access engineering degrees. This multiplicity originates asymmetries and difficulties higher education integration, which implies the definition of alternative paths for these students in their learning process that could help them achieve success.

The low pass rate in the curricular units (CU) of differential and integral calculus (DIC) taught throughout the first semester of the first year of engineering degrees at the Instituto Superior de Engenharia of Coimbra led to the development of a diagnostic test with the intention of identifying the degree of knowledge, at the level of the Mathematics syllabus, considered essential for the full integration of students in the UC-CDI.

This diagnostic test was constructed considering the Basic and Secondary Education program of Portugal and the guidelines of SEFI, Mathematics for the European Engineer – A Curriculum for the Twenty-First Century -Core Zero. The 20 questions were grouped taking into account the topics Algebra, Analysis and Calculus, Geometry and Trigonometry.

The analysis of the data gathered at the beginning of the first semester in the academic years 2013/14 to 2019/20 and involving students from various engineering degrees allowed us to conclude the level of knowledge in terms of Mathematics content of the students who joined ISEC, as well as to realize in which topics they show the greatest difficulties.

Diagnostic Test result provides information on the mathematical content that should be worked with the student, which allows to define an Individual Working Plan. This plan will describe the evolution of the student’s learning, through the monitoring and reformulation. The goal is to encourage autonomous work and to adapt to personal learning style, study method and cognitive development.

Keywords:

Mathematics Knowledge, Diagnosis Test, Engineering, Differential and Integral Calculus, Individual Working Plan.